I. Speak on the following:

Paradigmatic level:

1) graphon as a phonographical stylistic device;

2) onomatopoeia as a phonostylistic device;

3) paronomasia as a phonostylistic device;

4) spoonerism as a phonostylistic device.

Syntagmatic level:

1) alliteration and assonance as rhythm forming figures of speech;

2) rhythm and rhyme.

II. In your books of either home reading or individual reading find the above mentioned expressive means and stylistic devices and comment upon their structure and stylistic function.

III. Do the following exercises:

Exercise I. Indicate the causes and effects of the following cases of alliteration, assonance and onomatopoeia:

1. He swallowed the hint with a gulp and a gasp and a grin.

2. The fair breeze blew, the white foam flew, The furrow followed free (S.C.).

3. The Italian trio tut-tutted their tongues at me (Т.С.).

4. You, lean, long, lanky lam of a lousy bastard! (O'C.).

5. “Luscious, languid and lustful, isn't she?” “Those are not the correct epithets. She is-or rather was surly, lustrous and sadistic” (E.W.).

6. “Sh-sh”. “But I am whispering”. This continual shushing an­noyed him (A.H.).

7. Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky (Ch.R.).

8. Dreadful young creatures-squealing and squawking (C.).

9. The quick crackling of dry wood aflame cut through the night (St.H.).

Exercise II. Think of the causes originating graphon (young age, a physical defect of speech, lack of education, the influence of dialectal norms, affectation, intoxication, carelessness in speech, etc.):

1. He began to render the famous tune “I lost my heart in an English garden, Just where the roses of England grow” with much feeling: “Ah-ee last mah-ee hawrt een ahn Angleesh gawrden, Jost whahr thah rawzaz ahv Angland graw” (H.C.).

2. She mimicked a lisp: “I don’t weally know wevver I’m a good girl. The last thing he’ll do would be to be mixed with a howwid woman” (J.Br.)

3. “All the village dogs are no-'count mongrels, Papa says. Fish-gut eaters and no class a-tall; this here dog, he got insteek” (К.К.).

4. My daddy's coming tomorrow on a nairplane (S.).

5. After a hum a beautiful Negress sings “Without a song, the dahay would nehever end” (U.).

6. Oh, well, then, you just trot over to the table and make your little mommy a gweat big dwink (E.A.).

7. “I allus remember me man sayin' to me when I passed me scholarship – 'You break one o'my winders an' I'll skin ye alive'” (St.B.).

8. He spoke with the flat ugly “a” and withered “r” of Boston Irish, and Levi looked up at him and mimicked “All right, I'll give the caaads a break and staaat playing” (N.M.).

9. “Whereja get all these pictures?” he said. “Meetcha at the corner. Wuddaya think she's doing out there?” (S.).

10. Lookat him go. D'javer see him walk home from school? You're French Canadian, aintcha? (J.K.).

Exercise III. State the functions and the type of the following graphical expressive means:

1. Piglet, sitting in the running Kanga's pocket, substituting the kidnapped Roo, thinks:

	this				shall			take
“If		is		I		never			to
			flying				really			It”	(M.).

2. Kiddies and grown-ups too-oo-oo We haven't enough to do-oo-oo (R.K.).

3. “Hey, – he said, – is it a goddamn cardroom? or a latrine? Attensh – HUT! Da-ress right! DHRESS!” (J.).

4. When Will's ma was down here keeping house for him – she used to run in to see me, real often (S.L.).

5. He missed our father very much. He was s-1-a-i-n in North Africa (S.).

6. His voice began on a medium key, and climbed steadily up till it reached a certain point, where it bore with strong emphasis upon the topmost word, and then plunged down as if from a spring board:

									beds
								flowery
							on
						skies
					the
				to
			carried
		be
	I
“Shall											of ease,

									blood
								throu'
							sailed
						and
					prize
				the
			toe
		fought
	others
Whilst										у seas?”	(M.T.).

7. We'll teach the children to look at things. Don't let the world pass you by, I shall tell them. For the sun, I shall say, open your eyes for that laaaarge sun (A.W.)

8. Now listen, Ed, stop that, now. I'm desperate. I am desperate, Ed, do you hear? (Dr.)

9. Adieu you, old man, grey. I pity you, and I de-spise you (D.).

10. “ALL our troubles are over, old girl, – he said fondly. We can put a bit by now for a rainy day” (S.M.).

Exercise IV. State the function of graphon in captions, posters, advertisements, etc. repeatedly used in American press, T.V.:

1. Weather forecast for today: Hi 59, Lo 32, Wind lite.

2. We recommend a Sixty seconds meal: Steak-Umm.

3. Best jeans for this Jeaneretion.

4. Dolls and Dollars.

5. Follow our advice: Drinka Pinta Milka Day.

6. Terry’s Floor Fashions: We make ‘em – you walk on em. Our offer is $ 15.00 WK.

7. Thanx for the purchase.

8. Everybody uses our wunnerful Rackfeed Drills.

Exercise V. Analyse the cases of spoonerisms:

1. Three cheers for our queer old dean!

2. Is it kisstomary to cuss the bride?

3. The Lord is a shoving leopard.

4. A blushing crow.

5. A well-boiled icicle.

6. You were fighting a liar in the quadrangle.

7. Is the bean dizzy?

8. “Someone is occupewing my pie. Please sew me to another sheet”. “You have hissed all my mystery lectures. You have tasted a whole worm. Please leave Oxford on the next town drain”.